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Bridging the Gap, Elementary School Data (Food and Fitness Survey) (ICPSR 36356)

Released/updated on: 2018-01-15
Geographic coverage: United States
Time period: 2006-01-01--2013-01-01
The Food and Fitness Survey is part of the larger Bridging the Gap (BTG) research program, which is a research initiative funded by the Robert Wood Johnson Foundation. The primary goals of the Food and Fitness survey project were to obtain nationally representative information on school practices, and to obtain information about the association between district-level wellness policies and practices in those schools. Food and Fitness involved annual surveys of school-level respondents at elementary schools from the 2006-07 to the 2012-13 school years. This study contains data from these surveys for public and private elementary schools from the 2006-07 to the 2012-13 school years. Topics of the surveys include school characteristics, school meal options and prices, food advertisements in schools, food practices in classrooms and school functions, meal times during the day, physical education facilities and curriculum, methods of transportation to and from school, school wellness policies, school beverage guidelines, the "Nutritional Guidelines for Competitive Foods", school vending machines, and a la carte as well as school store food and beverage offerings.
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Healthy Schools Program Evaluation, 2006-2014 (ICPSR 33541)

Released/updated on: 2024-02-14
Geographic coverage: United States
Time period: 2006-01-01--2014-01-01

These data were collected as part of the evaluation of the Healthy School Program (HSP), a program that provides support to elementary, middle, and high schools in the United States as they work to create healthy school environments that promote physical activity and healthy eating for students and staff. HSP was created in 2006 by the Alliance for a Healthier Generation with funding from the Robert Wood Johnson Foundation. The HSP evaluation addressed both process and impact outcomes:

  1. Is the HSP technical assistance and training model effective in increasing the implementation of policies and programs that promote and provide access to healthier foods and more physical activity before, during and after school?

  2. Are there distinctive or common school-level characteristics that hasten or hinder school-level implementation of policies and programs that promote and provide access to healthy foods and physical activity in the school setting in HSP schools?

  3. Does participation in HSP contribute to an increase in healthy eating behaviors and physical activity participation among students? Does participation in HSP contribute to a decrease in body mass index (BMI) among students?

The evaluation used a mixed-method design incorporating both quantitative and qualitative components. The quantitative component of the evaluation was a longitudinal design that measured student changes in eating and physical activity behaviors and BMI and schools' implementation of policies and practices promoted by HSP. For the qualitative component the evaluation team conducted site visits in a sample of HSP schools.

Nine data files constitute this data collection:

  1. HSP Participation and Inventory Data File, 2006-2011 (originally called the Inventory Data File)

  2. Pilot Student Survey Data File

  3. Pilot Student Height and Weight Measurements Data File

  4. Survey of Students in Boston and Miami-Dade Public Schools Data File

  5. HSP Participation and Inventory Data File, 2006-2014

  6. Arizona, Prince George's County and Nevada Healthy Schools Youth Survey Data File

  7. Arizona and Prince George's County Youth Height and Weight Measurements Data File

  8. Arizona Academic Achievement Data File

  9. Prince George's County School Wellness Coordinator Survey Data File

Dataset 1 contains data on school characteristics, HSP engagement indicators, baseline and follow-up responses to the Healthy Schools Inventory, and indices derived from the Inventory for all HSP schools as of August 2011. The Inventory collected information about each school's adherence to the Healthy Schools Program Framework, a set of best practice guidelines that promote physical activity and healthy eating among students and staff.

Datasets 2, 4 and 6 contain data from baseline and follow-up administrations of the Healthy Schools Youth Survey questionnaire in three samples of HSP schools: students in grades 5-12 in the initial pilot cohort of HSP schools; students in grades 5, 8 and 10 in the 2007-2008 cohort of HSP schools in Boston, Massachusetts and Miami-Dade County, Florida; and students in grades 5, 8 and 10 or 11 in HSP schools in Arizona, Nevada and Prince George's County, Maryland. Topics covered by the Healthy Schools Youth Survey questionnaire include eating and physical activity habits, attitudes about healthy eating and physical activity, health knowledge, and school food environments.

Datasets 3 and 7 contain baseline and follow-up height and weight measurements and derived BMIs, the former for students in grades 4-12 in schools sampled by the Pilot Student Survey and the latter for students in grades 5, 8, and 10 in Arizona and grades 1-12 in Prince George's County in schools sampled by the Arizona, Prince George's County and Nevada Healthy Schools Youth Survey.

Dataset 5 is an update to Dataset 1. Like Dataset 1 it contains data on HSP participation and engagement and school characteristics. Dataset 5 covers 8,500 schools that participated in HSP through fall 2014. It includes 4,028 of the 4,542 schools in Dataset 1.

Dataset 8 contains average math, reading and language scores for grades in HSP and comparable non-HSP schools in Arizona. Every record in the data file represents a grade (one or more of the grades 2-9) within a school (150 schools) for a given school year (up to seven years 2007-2008 to 2013-2014).

Dataset 9 contains data from a survey of HSP school coordinators in Prince Georges County. The coordinators were interviewed about the implementation of HSP in their schools.

ICPSR did not receive the site visit data.

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National Preventive Dentistry Demonstration Program, 1977-1981 (ICPSR 8494)

Released/updated on: 2006-01-12
Geographic coverage: United States
Time period: 1977-01-01--1981-01-01
Data in this collection document the National Preventive Dentistry Demonstration Program. The program provided dental examinations and preventive treatment of school children. Information such as sex, age, race, grade, and program site are given for each child, as well as data on the specific treatment regimen for the child. Data on dental habits and condition are provided by a survey of parents (which also includes demographic data on participants and non-participants), radiographic examinations, and clinical examinations. Also included are data on the costs, personnel resources, and materiel required by the program, plus results from periodic surveys of participating school principals and teachers.
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Randomized Experiment of Playworks Analytic Files for 2010-2011 and 2011-2012 Cohorts in Six United States Cities (ICPSR 35638)

Released/updated on: 2024-02-14
Geographic coverage: United States
Time period: 2011-01-01--2012-01-01
The Robert Wood Johnson Foundation (RWJF) contracted with Mathematica Policy Research and its subcontractor, the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University, to conduct a rigorous evaluation of Playworks, a program for structured play during recess, class time and after school in low-income school districts. These data were collected as part of the evaluation. Twenty-nine urban schools interested in implementing Playworks were randomly assigned to treatment and control groups during the 2010-2011 (cohort 1) or 2011-2012 (cohort 2) school years. During the one-year study period for each cohort, treatment schools received Playworks and control schools were not eligible to implement Playworks. Mathematica and JGC collected data from students, teachers and school staff at 25 cohort 1 schools in spring 2011 and an additional four cohort 2 schools in spring 2012 to document the implementation of Playworks and assess the program's impact on key outcomes related to school climate; conflict resolution and aggression; learning and academic performance; youth development; student behavior; and play, physical activity and recess. Data collection activities included administration of student and teacher surveys, collection of physical activity data via accelerometers, structured observations of recess periods and collection of administrative records.
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